At our school children in Foundation Stage are provided with a curriculum which understands that every child is unique, is constantly developing and can be resilient, capable and self-assured. Our provision recognises that children learn to be strong and independent through positive relationships. We provide enabling environments which respond to children ideas, thoughts and interests while providing support for children to explore and take risks. We know that children develop and learn in different ways and we teach children by ensuring challenging, playful opportunities across the prime and specific areas of learning and development.
The Prime areas of learning are:
Language and Communication
These Prime areas of learning are fundamental throughout the EYFS
The Specific areas of learning are
The Specific areas of learning include essential skills and knowledge; they grow out of the prime areas, and provide important contexts for learning.
We use the ‘Development Matters in the Early Years Foundation Stage’ guidance to support our children’s learning and development. When planning our curriculum we observe the children in variety of contexts and learn about their passions and interests at home from parents and families. We use this to see where each child is on their learning journey. We plan how to support children to strengthen and deepen their learning and how to extend and challenge each child.
Guiding principles of our Foundation Stage Curriculum
Throughout their time in Foundation Stage children’s learning is supported through three characteristics of learning: Playing and exploring - finding out and exploring, playing with what they know, being willing to have a go.
Active learning - being involved and concentrating, keeping trying, enjoying achieving what they set out to do.
Creating and thinking critically - having their own ideas, making links, choosing ways to do things.
Our children will be introduced to the learning skills characters for Resilience, Communication, Problem solving, Critical and creative thinking, Team work and Reflection. The children really enjoy meeting the characters and discussing which learning skills can help them with their learning
We have recently reviewed what and how we teach and we use the Chris Quigley 'Essentials' Curriculum. We plan to ensure that we incorporate specific academic language and also language structures into all areas of our curriculum (see EAL core strategy -below).
We are on a journey, supported by EOS education, to ensure that our curriculum is immersive and is centred around 'real life' projects and we are also a 'Rights-Respecting School' linked to UNICEF's convention on the 'Rights of a child.'
Inspired by the outstanding curriculum at Hartsholme Academy, we aim to provide a creative, inclusive, challenging and real-world curriculum. It will inspire future thinkers, innovators and problem solvers in an immersive environment that stimulates and supports high quality learning. As a rights respecting school our curriculum will ensure children are aware of their rights and are passionate advocates for the rights of others. We want to ensure all learners exceed their potential academically, socially, emotionally and spiritually with their families, in their communities as a well as in the wider world ensuring that they become ambitious life-long learners.
Our curriculum will be delivered through REAL Projects. This type of learning connects deep subject content with real world problem solving. REAL Projects enable all children to create extraordinary work that matters. They gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge. This involves several skills and stages to embed; an essential question, 21st century skills, in depth inquiry, student voice and choice, learning for purpose and authentic audiences. The projects must be ‘rigorous’, be shared with ‘authentic’ audiences, ‘engaging’ and the children must ‘learn’ throughout. All of these skills and aspects ensure children are engaged in learning to the highest level possible.
Critique will be embedded within the curriculum. The children are empowered to complete multiple drafts of work to ensure that they are proud of their work and that it is of the highest quality possible. Children are asked to follow three main rules when completing critique sessions; be kind, be helpful and be specific. The children are enthusiastic about making their work the best that it can be.
At St Ann’s we also aim to ensure that the children develop key learning skills for future learning and life experience. Our aim is that when children leave us they are able to: problem solve, communicate, reflect, be critical and creative and collaborate effectively.
Throughout our projects our lessons will be language rich. Every lesson will promote and model a good range of vocabulary within grammatically accurate sentences. The vast majority of language taught will be re-useable and recyclable for other purposes. There will be planned opportunities to promote speaking and listening and children will be encouraged to read widely about the project they are studying.